The Pupil Premium is additional funding that is given to raise the attainment of disadvantaged pupils and to close the gap between them and their peers.

Background
The pupil premium is additional funding that should be used to tackle disadvantage. It is up to schools to decide how the pupil premium should be spent as they are best placed to assess the additional provision that is necessary for pupils in their school, as they are aware of their backgrounds, needs and experiences.
A child is eligible for Pupil Premium funding if they qualify for FSM or if they have been in continuous care for more than six months, or if they have met either of these criteria at any point in the last six years. They are also eligible if they are adopted or if they have parent(s) in the armed forces.

Barriers for future attainmentIn-school barriers
A. Further improve high quality first teaching.
B. Literacy and numeracy skills are lower for pupils eligible for PP than for other pupils which limits potential for good progress in all years.

C. Boys and upper pupils who are eligible for PP are making less progress across both key stages. This is affecting aspiration, engagement and progress throughout all years.

D. Lower levels of engagement with revision for examinations, particularly out of school time, contributes to a reduction of the Progress 8 score in GCSE examinations.

External school barriers

E. Attendance rates for pupils eligible for PP is poor which is below the target of at least 96% for all students. This reduces their school hours causing them to fall behind and make less than expected progress.

F. Increased Social and emotional, mental health issues are affecting the progress of students (mainly PP) for both key stages.

PHS Pupil Premium Objectives for 2018-19:

Desired outcomes

Success criteria

A

High quality first teaching. The latest research by EEF “The Attainment Gap: key lessons learned in the EEF’s first six years reports that what happens in the classroom makes the biggest difference: improving teaching quality generally leads to greater improvements at lower costs than structural changes. Prioritise high ability pupils, boys and “teach to the top. CPD to develop expertise in memory retention and recall of knowledge through The Principles of Instruction.

All lessons observed judged good and/or outstanding where PP pupils make rapid progress in all subjects from year 7 to year 11.CPD programme to tailored to staff based on their needs.

B

To raise the attainment and achievement of pupils in receipt of pupil premium across all year groups. This will include literacy and numeracy interventions in order that gaps diminish rapidly.

Pupils eligible for PP make expected progress by the end of the year. This will be evidenced using teacher assessments written assessments throughout the year.

C

Improved rates of progress for disadvantaged pupils, leading to greater aspiration and engagement throughout KS4.

PP boys and upper pupils make as much progress as ‘other ‘pupils, across Key stages. Where they are not, departments will put in place intervention and it will monitored by heads of department (HOD) and discussed at the fortnightly Senior Leadership Team (SLT) review meetings.

D

Improvement of preparation for GCSE examinations, measured by revision attendance and completion of revision work on Show My Homework.

Pupils eligible for PP make better progress in Year 11 by undertaking a more effective revision programme for their GCSE exams. This will be evidenced by expected progress in English and mathematics which is equivalent to ‘other’ pupils.

E

To raise the attendance of pupils in receipt of PP across all year groups in order to decrease the proportion of pupils who are PA in this category and ensure that attendance for these pupils is as close to 96% as possible

Reduce the number of persistent absentees (PA) among pupils eligible for PP. Overall attendance among pupils eligible for PP improves to at least good 96%.

F

Students with social, emotional, mental health (SEMH) issues receive appropriate support and advice.

Recorded cases are signposted correctly ensuring all follow up referrals are carried out efficiently. Mentoring and support to be provided by the pastoral team/Place2Be.

• Monitoring and reporting of progress in all subjects, in all year groups
• Comparisons with National and internal data for rates of progress, Progress 8 and Attainment 8 data
• Comparisons with National and internal data for absence and persistent absence data
• Comparisons with National and internal data for exclusion data
• Comparisons with National and internal data for destination data

Responsibility for Pupil Premium

Leadership Team Members

All members of the Leadership team have a key responsibility for raising the attainment, achievement and aspirations of all pupils, and within that, pupil premium pupils. Key members have responsibility to ensure that these pupils make rapid and sustained progress in the majority of subjects over time, given their starting points and where the performance of groups of pupils falls below that of all pupils nationally, there is an expectation that they are monitoring that the gap is closing rapidly by ensuring that effective strategies are implemented and that pupil progress is being closely monitored. To raise the aspirations of pupils, inspiring them to achieve excellence will enable them to become exceptionally well prepared for the next stages in their education. In addition to this, other key members of the team have direct responsibility for the behaviour, safety, attendance and personal wellbeing of these pupils. They must ensure that the attendance for this group is at least in line with the attendance of all pupils and work towards national expectations. This is also true for persistent absence.

Heads of Departments

It is expected that they will complete progress monitoring and QA of teaching and learning so that effective tracking of pupil progress and appropriate intervention can be put in place to close the attainment gaps of key cohorts. It is expected that they will track the progress of pupils who are entitled to pupil premium to ensure that timely and appropriate strategies are in place to raise attainment. It is also expected that the distribution of these cohorts in different groupings across the academy will also be focused upon to ensure that these pupils are not being artificially selected.

Heads of Year

It is expected that they will track and monitor both the progress of their pupils, but also the behaviour and attendance of their pupils in order that they can close any gaps that exist by putting in appropriate strategies to improve behaviour and attendance.

Teachers

All teachers are expected to use data, and through regular quality assurance procedures,formative assessments, marking and feedback to ensure that lesson planning is completed and effective in order to meet the needs of all learners. They are expected to have identified pupils who belong to key groups so that initiatives can be appropriately targeted. They are also expected to ensure that feedback is consistently used to improve pupil outcomes and to accelerate progress.

Identifying any Gaps:

PPR data is entered into ePortal according to the assessment calendar. Pupils are monitored through this so that intervention that may be necessary can be identified and actioned in order to close any attainment gaps. SLT meetings also highlight pupils who are underachieving and intervention strategies are discussed at these meetings. All appraisal targets are focused clearly on progress data.

In addition to this, attendance and behaviour data is being tracked in order to identify pupils who are causing concern so that appropriate interventions can be actioned. Attendance reports are produced and are discussed at FT / HOY meetings. Key pupil discussions and weekly safeguarding meetings are also in place to discuss any specific needs or necessary actions including home visits. HOY meet weekly and data is shared about behaviour in order that they can track and monitor pupils and ensure that the necessary escalation and support procedures are in place. This is also followed up through SLT meetings.

Interventions and Provisions

All pupils are tracked using SISRA. It is critical that PHS offers quality first teaching and learning as the EEF research indicates that this will have the biggest impact on those pupils in receipt of the PP funding. Other targeted in-class interventions may also be used such as smaller group teaching, pre-teaching and the over-marking of particular pupils’ books, which can all be used to accelerate progress. HOY work with key cohorts of pupils to raise attainment and the HLTAs also target pupils for specific literacy catch-up and new programmes of numeracy support. TAs are also utilised to offer specific interventions to pupils who have English as an additional language. Other targeted interventions such as Digital Leadership Courses (initially with year 9) will be introduced at the beginning of the academic year and we plan to introduce to the ‘Reading stars’ to help develop our pupils’ skills further.

Careers advice and guidance is given to all pupils at PHS and work experience is also offered to some pupils, however, additional opportunities are also afforded to our PP pupils, as necessary. This may include target groups having the opportunity to visit post-16 education establishments or work places.

Additional Behavioural support is also offered to pupils through our pastoral care system, we have one non-teaching HOY, one teaching HOY and an associate HOY in each year. During this academic year, our HOY will not only to support both the behavioural and social and emotional needs of our pupils but also to ensure that these pupils are supported academically regarding catching up work missed prior to re-integration into lessons. PHS also employs a counsellor and a school nurse who work alongside our pupils offering a range of additional support.

PHS has invested in additional high quality teaching staff and lead practitioners in core areas, in order to support the progress of learners.

All interventions are tracked through our ePortal system so that we can ensure that all pupils who qualify for funding do receive additional support through the variety of interventions that are on offer. The tracking of our pupils also enables us to work on developing a “risk analysis” strategy to ensure that those pupils who may require intervention are targeted early on.

PHS Rewards system is focused around further improvement to attitudes to learning across the school with all staff able to award house points after every lesson/ around the school. Rewards trips are in place for all learners. PHS is committed to being able to identify students whose achievements need to be celebrated and pupils who are identified as working well also receive rewards at our termly rewards assemblies.

ACTION PLAN

The above information provides you with a summary of some of the overall approaches used by PHS, however, there are other strategies being used to enable us to close gaps and improve the educational outcomes for our pupil premium pupils. The SEF (action plans) are monitored on a termly basis by all key staff being asked to complete an impact analysis for their section. This enables the staff to understand if the interventions that are being used are having the desired impact, and if not, adjustments can be made. Interventions that last for shorter time periods are also tracked as part of this. The impact reports are submitted to the SLT link and discussed in leadership team meetings.

An action plan outlining a range of these can be seen below:

Desired outcome

Chosen action

Evidence and rational

How will it be implemented well?

Lead

Improve the attendance of PP learners, especially Year 10.

High level of communication with Parents/Carers.
New procedures for all staff introduced. Attendance Officer in place to monitor pupils and follow up quickly on truancies. First day response provision. School target 97%

We can’t improve attainment for children if they aren’t actually attending school. NfER briefing for school leaders identifies addressing attendance as a key step.

Weekly meeting monitoring all attendance with a specific focus on PP attendance. Educational Welfare Officer and Heads of Year address learners with attendance issues.
Weekly agenda item at SLT.
Letters about attendance to parents / guardians. PA PP pupils to be contacted by HOY to identify barriers to getting into school.
HOY to have individual meetings with PP pupils regarding concerns about attendance.

JP

Boost attainment at KS4 – High attaining pupils who are eligible for PP are making less progress than other high attaining pupils across Key Stage 3. This prevents sustained high achievement through KS4. They are unaware of expectations and targets based on prior attainment.

All core teachers regular CPD training and have analysed their 2017/18 data. They have paid particular attention to groups of learner and gaps. They have then been asked to reflect on their teaching and share good practice.

Teachers understanding their role in closing the gap with their own individual classes. Looking at what works well and sharing these strategies amongst themselves

Regular monitoring of data and through classroom observations and learning walks

ET/JDz

High levels of progress in reading comprehension. Pupils eligible for PP will be engaged in a literacy and reading across the curriculum programme

Use STAR reader with year 7 pupils and work collaboratively across Bury to learn from each other and share best practice to improve reading skills and comprehension.

This is a proven package of support that accelerates the reading comprehension of pupils.

Early intervention to address the any negative progress 8 figures. Ensure that they are on track to achieve their target.

Registers kept to track attendance. Contact Parents/Carers if needed.
Progress monitored after each of the four data captures and GCSE outcomes 2019.

CH/HOD

Improve the engagement of PP parents so they are actively engaged in all aspects of their child’s education – e.g. attendance, progress, future.

High level of Pastoral communication with PP learners Parents/Carers. Use of texts, twitter and email to inform Parents/Carers of all school events / pupils progress.
SLT progress interviews for underachievement

PP attendance is an issue, as days lost, equates to learning lost. Impacts on their progress.

Improve basic numeracy skills through a range of programmes both in class and also form time. Ensure pupils are making connections between numeracy and all other subjects that they study across the curriculum .

More curriculum time for numeracy skills. Interventions where needed. HLTA support used.

Timetable for intervention lesson time, Tracking progress against time.

Base line testing of year 7 pupils has taken place and there progress will be reviewed half termly through formative and summative assessments.

SLT/HOD

Pupils to understand how prior attainment shapes future results and raise pupils’ expectations regarding what they can achieve

Pupils to all understand target grades and expectations. It is clear that PP does not mean low ability and PP pupils have been set challenging targets based on KS2 information.
Parents to be given easy to follow information which allows them to understand the new assessment system.
Target PP parents to attend progress evenings.

Pupils to understand what their ultimate goal is. Pupils need to understand just what they can achieve based on their prior attainment.
It is also important that parents are empowered and engaged and begin to raise expectations of their children, especially as some families may have not had positive experiences of school themselves or achieved academic success.

Regular conversations with pupils to
ensure that they understand their
targets.
Rigorous targets to be set by CH and monitored for pupils which ensure that they meet pathway expectations and achieve positive P8 scores.
Regular moderation to take place to ensure that assessments and marking is robust and interleaving of topics previously taught is embedded.

High quality intervention programme to be created for underachieving disadvantaged pupils. This will involve different interventions including focus on first quality teaching and sharing of good practice through the new triads.

There is a need to ensure that all day- to day teaching meets the needs of each learner rather than relying on the teachers with good track records to raise attainment.
Where additional intervention does need to take place recent research suggests that intervention should take place with the best teacher and those who have a good track record with raising attainment.

Lesson observations should identify that effective PP strategies are being embedded into learning.
Regular scrutiny of intervention taking place and analysis of impact
TAs and other support staff will be closely line managed to ensure that intervention is meaningful and has impact.

CH/HOD

Ensure all teaching is securely good across whole school, as a minimum.

Use PP progress as a standard target for Appraisal across all staff.
SLT and middle leadership team to closely monitor teaching through the school

Significant leadership time invested to drive up the quality of Teaching and Learning. The 2018 results are variable, with Triple Science, Computer Science, ICT and Performing Arts, RS and DEC performing above national.

To ensure all PP learners are fully prepared for all GCSE or equivalent exams.

To ensure that PP learners have access to high quality revision materials. Letters/texts to be sent to PP learner’s parent/carer to identify mock exam and exam timetable alongside support for any equipment required.

PP learners were supplied with the relevant revision materials. Also parents/carers were contacted prior to Parents evenings, with follow up calls for those who were unable to attend.

PP learners had the necessary revision materials for their GCSE’s. To ensure we maximise their use of these materials, we now need to show them strategies on how to use them effectively.

HOD

Raising aspirations of pupils and open them up to wide variety of career opportunities.

Implement a careers programme that meets the expectations set out in the Gatsby Benchmarks

2014 Lord Sainsbury’s Gatsby Charitable Foundation published a report detailing the importance of good careers advise and how good careers advise can be implemented using the Gatsby Benchmarks.

All pupils to have careers advice delivered to them throughout curriculum. Year 8 to 11 to receive independent careers advise.

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